Download Laws of Exponents

CAST’s Universal Design for Learning Guidelines – Educator Checklist
UDL Guidelines
Unit/Lesson: 8.EE.A.1 Laws of
Exponents Pt. 1
I. Provide multiple means of representation– Recognition Networks
1. Provide options for perception
 Offer ways to customize the display of information
 Offer alternatives for auditory information
 Offer alternatives for visual information
2. Provide options for language, mathematical expressions,
and symbols
 Clarify vocabulary and symbols
 Clarify syntax and structure
 Support decoding of text, mathematical notation, and
symbols
 Promote understanding across language
 Illustrate through multiple media
3. Provide options for comprehension
 Activate or supply background knowledge
 Highlight patterns, critical features, big ideas, and
relationships
 Guide information processing, visualization, &
manipulation
 Maximize transfer and generalization
Your Ideas
Students will determine a way to represent the problem.
Students may choose to represent verbally, with a drawing,
or with manipulatives.
As students discuss their ideas, the warm-up problems are
displayed and referred to.
This lesson is heavy in discussion. Students are expected
to discuss their findings throughout the main portion of the
lesson, the beginning.
Your Ideas
While the discussion is occurring, the teacher should stop
the students periodically to have them explain the
vocabulary they are using to be sure everyone understands.
The mathematical notation is decoded as a focal point of
the lesson.
This lesson develops understanding of mathematical
notation. Vocabulary should be defined in context.
Your Ideas
The warm-up is intended to activate background
knowledge of exponents.
The discussion during the warm-up is designed to
highlight the patterns and big ideas to bring students to the
point of developing the Laws of Exponents themselves.
Throughout the lesson students are examining similarities
and differences between examples to refine general rules
to apply to similar problems.
The warm-up and discussion are designed to guide
students through the act of processing the information to
develop the laws.
By developing the laws based on their own findings, they
are more likely to be able to use them at a later date rather
than the teacher simply telling them the laws.
II. Provide multiple means for action and expression - Strategic Networks
4. Provide options for physical actions
 Vary the methods for response and navigation
 Optimize access to tools and assistive technologies
5. Provide options for expression and communication
 Use multiple media for communication
 Use multiple tools for construction and composition
 Build fluencies with graduated labels of support for
practice and performance
Your Ideas
Use Think-Pair-Share to allow students time to reflect,
listen, and share out.
Students that need calculators can use them during this
lesson. Students will have access to manipulatives and
graph paper as needed.
Your Ideas
Students start with work they are able to do based on prior
knowledge. Then, they develop their own rules to create
their own problems to solve in pairs. Lastly, they are
expected to work backwards to create expressions that
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author
CAST’s Universal Design for Learning Guidelines – Educator Checklist
have a specific answer.
6. Provide options for executive functions
 Guide appropriate goal setting
 Support planning and strategy development
 Facilitate managing information and resources
 Enhance capacity for monitoring progress
Your Ideas
Allow students to make predictions on the law and refine it
as they are provided with more examples.
Record students responses on the board rather than just
discussing ideas.
Students are put into pairs so they can monitor their own
progress, as well as their partners’.
III. Provide multiple means for engagement - Affective Networks
7. Provide options for recruiting interest
 Optimize individual choice and autonomy
 Optimize relevance, value, and authenticity
 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
 Heighten salience of goals and objectives
 Vary demands and resources to optimize challenge
 Foster collaboration and community
Your Ideas
Students could choose their own groups for discussion.
Students work with one peer to minimize the threat of the
whole class watching while students gain confidence.
Your Ideas
The lesson begins by activating prior knowledge and
moves to building on more difficult concepts. Options for
differentiating based on student readiness are built into
lesson.
Students are required to discuss in pairs/groups, and as a
class.
 Increase mastery-oriented feedback
9. Provide options for self-regulation
 Promote expectations and beliefs that optimize motivation
 Facilitate personal coping skills and strategies
 Develop self-assessment and reflection
Your Ideas
By figuring out the laws for themselves rather than being
given notes and practicing, students are able to take
ownership and celebrate when they have figured out the
rule.
Class discussions will help students to stay on track by
guiding them towards the correct answer
The exit ticket can be used to help students self-assess
their knowledge.
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author